Title

Author

Committee Chair

Committee Member

Weathington, Bart; Biderman, Michael D.

Department

Dept. of Psychology

College

College of Arts and Sciences

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

The present study examined whether participants assigned to a well-executed e-learning program would show greater improvement in mean test scores pre-post instructional intervention compared to those learning through the traditional classroom method. In the last ten years, many organizations have created e-learning programs with the hopes of enhancing or replacing traditional instructor-led classes (Jones, 2013). However, 41% of American Society of Training and Development’s respondents admitted their organization does not possess metrics to evaluate e-learning’s usefulness (Miller, 2012). One of the major challenges in incorporating and implementing e-learning programs is the ability to measure its use and effectiveness (Miller, 2012). Effective training has the potential to increase knowledge, skills, and abilities and allows employees to leverage the training results for the organization’s benefit (Blume, Ford, Baldwin, & Huang, 2010 & Huang, 2009). The study found that job satisfaction and conscientiousness were negatively related to retention.

Acknowledgments

I want to acknowledge the effort and dedication from my thesis committee members: Dr. Brian O’Leary, Dr. Michael Biderman, and Dr. Bart Weathington. A huge thank you to my thesis chair, Dr. Brian O’Leary, who dedicated so much of his time and expertise. I am grateful for Dr. Michael Biderman and Dr. Bart Weathington who provided abundant help and guidance along the way. Thank you.

Degree

M. S.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Science.